Extensive Listening for Beginners: Listening Development and Student Perceptions

The present study examined and compared the effect of two types of listening instruction (intensive vs. extensive listening) on improving listening competence by Korean EFL learners addressing two questions: (1) which type of instruction is more effective in enhancing listening competence of lowlevel learners and (2) how each type of instruction is perceived by the learners. The study was conducted in three intact beginning level EFL classrooms: One served as control group; two classes received intensive and extensive instruction, respectively. Two sets of TOEIC listening tests were used as pre and posttests to measure listening competence, and a questionnaire was administered to two experimental groups in the last week. According to the result, the extensive listening group demonstrated significantly higher achievement in listening, indicating that extensive listening is more effective, particularly to lowlevel learners

외국학연구 제47집 2019년 3월 30일 pp 11~40 Extensive Listening for Beginners: Listening Development and Student Perceptions* 김보람 서울여자대학교 ** Abstract Extensive Listening for Beginners: Listening Development and Student Perceptions Kim, Boram The present study examined and compared the effect of two types of listening instruction (intensive vs extensive listening) on improving listening competence by Korean EFL learners addressing two questions: (1) which type of instruction is more effective in enhancing listening competence of low-level learners and (2) how each type of instruction is perceived by the learners The study was conducted in three intact beginning level EFL classrooms: One served as control group; two classes received intensive and extensive instruction, respectively Two sets of TOEIC listening tests were used as pre- and post-tests to measure listening competence, and a questionnaire was administered to two experimental groups in the last week According to the result, the extensive listening group demonstrated significantly higher achievement in listening, indicating that extensive listening is more effective, particularly to low-level learners The result from the survey data also revealed positive student perceptions of extensive listening in general, corroborating the quantitative result Pedagogically, the findings of the study suggest that there are key factors to consider for successful implementation *This work was supported by a research grant from Seoul Women’s University (2019) - DOI: http://dx.doi.org/10.15755/jfs.2019.47.11 12 외국학연구 제47집 of extensive listening instruction Keywords: Listening Development, Low-level Learners, Extensive Listening, Intensive Listening, Student Perceptions 주제어: 듣기실력 발달, 낮은 수준 학습자들, 다량의 듣기, 집약적 듣기, 학 생의 인식 I INTRODUCTION Not a few scholars have emphasized the imperative role of listening comprehension in second and foreign language learning and teaching (e.g., Brown, 1993; Celce-Murcia, 1991; Chastain, 1988; Richard, 2005; Rost, 2002) Harmer (2003) even suggests that learners should be exposed to the target language in order to learn it and one of the best ways of exposure is “through listening” (p 29) Although the best approach to teaching listening is still debatable, intensive listening (IL) has been widely and constantly employed up to present days Traditional IL instruction consists of three stages, pre-listening－listening－ post-listening (Underwood, 1989; Wilson, 2008) and focuses on “listening for precise sounds, words, phrases, grammatical units, specific information, and details” (Rost, 2002, p 138) However, as the merits of extensive reading (ER) in language learning and acquisition are widely recognized and appreciated (Day & Bamford, 1998, 2004; Krashen, 2004; Mori, 2015; Waring & McLean, 2015), researchers have begun to apply ER approach to teaching listening The most essential concept of ER includes reading in large quantity, its focus on meaning and broad understanding, and speedy reading (Carrell & Carson, 1997; Grabe & Stoller, 2001) In order to see the effect of ER, reading extensively and consistently over substantial period of time is required (Grabe, 2009), so enjoyable reading materials for students become the key factor to motivate them to continue for a relatively long time (Mori, 2015) Adopted from the concept of ER, a new approach to teaching listening, extensive listening (EL) incorporates Extensive Listening for Beginners: Listening Development and Student Perceptions 13 “massive amounts of comprehensible and enjoyable aural input via television, radio, video and Internet sources, or audio books” (Chang, Millett, & Renandya, 2018, p 3) Despite growing attention to the need for EL to improve L2 learners’ listening competence (Chang & Millett, 2014; Ridgway, 2000; Stephens, 2010), the number of empirical research into the benefits of EL is still insufficient Nevertheless, some studies have shed light on the positive effect of EL on enhancing listening fluency (Chang, 2011; Chang & Millet, 2014) and developing overall listening comprehension skills (Onoda, 2014; Zhang, 2005) Particularly in an EFL (English as a Foreign Language) setting, where there is a dearth of exposure to listening input, EL seems very attractive in the way that it is to provide ample amount of comprehensible listening input for foreign language learners Considering low-level learners, who tend to feel insecure about their language ability, it is never too much to emphasize the importance of comprehensible input However, very little is known about the effects of EL on improving beginner students’ listening competence In this regard, the purpose of the present study is to investigate the impact of extensive listening instruction in comparison with that of intensive listening on low-level students’ listening competence In addition, students’ attitudes toward listening practice and perceptions of EL and IL instruction are surveyed and examined II LITERATURE REVIEW Intensive Listening (IL) and L2 Research While extensive listening (EL) is rather a new and unconventional approach to teaching listening, intensive listening (IL) has been more widely implemented in L2 classrooms since the early days of English language teaching Although IL lesson format has been modified over the years, the three-stage format continues to feature as presented in Figure In a traditional IL lesson, teachers used to 14 외국학연구 제47집 present all the new vocabulary at pre-listening stage which students are expected to encounter, but more current and common policy is to teach only critical vocabulary before listening Pre-teaching all the new words in listening passage was called into question on the grounds that students’ attention ends up being misdirected to the language of the spoken text rather than its meaning (Field, 2008) Some L2 research provides negative evidence for the effect of vocabulary instruction as pre-listening support on listening; previewing vocabulary was not helpful in enhancing listening performance (Berne, 1995; Chang & Read, 2006) Figure Format for an IL Lesson (Adapted from Field, 2008) Multiple paused play is one of the major features of IL instruction based on the accepted belief that multiple replays will increase students’ understanding of listening passage Teachers play and pause the recording in order to check Extensive Listening for Beginners: Listening Development and Student Perceptions 15 answers for the detail questions during micro-listening At post-listening stage, paused play is used as a way of improving students’ phonological perception and training intonation patterns Paused play often takes the form of shadowing, word-for-word repetition, i.e., parroting Students repeat speech immediately after hearing it Some studies conducted in EFL settings lend support to the effects of shadowing on developing listening skills (Commander & Guerrero, 2013; Kato, 2009; Miyake, 2009; Mori, 2011; Murphey, 2001; Nakayama & Suzuki, 2012; Tamai, 1997) According to Hamada (2016), shadowing is effective particularly to low-level learners In addition to shadowing, dictation is often employed in IL instruction since it suits the focus of IL, listening for precise sounds, words, and details Besides, dictation is highly recommended for promoting listening comprehension according to the literature on teaching listening (e.g., Celce-Murcia, 1996; Davis, 1995; Gilbert, 1996; Rost, 1991; Ur, 1991) Dictation is carried out after micro-listening, and students check and correct what they jotted down reading the transcript In terms of the effect of dictation, positive evidence is found in several studies (Kiany & Shiramiry, 2002; Kuo, 2010; Rahimi, 2008), whereas contradictory one is also reported in Jafarpur and Yamini (1993) IL instruction tends to be very teacher-centered: The teacher prepares pre-set questions; the teacher makes decisions about the correctness of student answers; the teacher decides where to pause and which parts to replay Furthermore, it has received the criticism that IL instruction is geared for testing listening, not teaching it For instance, Brown (2011) points out that “playing audio and asking comprehension questions, or even playing audio and asking students to complete tasks, is merely testing” (p.36) Concerning the benefits of IL, Field (2008) claims that it equips students with automatic processing skills for aural input through repeated exposure to the target language by multiple replays He adds another benefit; IL instruction assists students in developing test-task familiarity, which leads to passing exams Considering earlier research into IL approach along with the discussion of its weaknesses and strengths, a question may arise as to whether IL instruction is beneficial particularly for lower-level learners The present study is to clarify and explore the assumption that IL is more appropriate 16 외국학연구 제47집 to teach low proficiency students given that their attention centers around the effort of decoding unfamiliar sounds when listening (Oakeshott-Taylor, 1977; Osada, 2001) Extensive Listening (EL) and L2 Research Spurred by extensive reading (ER), extensive listening (EL) has started to gain support in L2 teaching and listening research Just like the case of ER, the underlying concept of EL is that “listening is best learned through listening” (Renandya & Farrell, 2011, p 56) According to the proponents of EL, students should listen to a great amount of engaging and enjoyable materials within their language competence in order to develop listening competence (Chang & Millett, 2014; Renandya & Farrell, 2011; Ridgway, 2000; Stephens, 2010) Since EL is a relatively new and experimental approach for L2 teachers, they need basic guidelines to follow in order to plan and carry out an EL course In this regard, Renandya and Jacobs (2016) have proposed seven principles as guidelines for successful implementation of EL instruction Three major principles are discussed in depth with relevant research data in the following The first principle concerns the most critical factor in EL instruction, the issue of quantity of listening materials There is a consensus view that the more exposure to listening input is guaranteed, the more likely a student’s listening competence is to progress But then how much listening input is needed for optimal outcomes, that is, the positive effect of EL on improving students’ listening comprehension and overall listening competence? According to ER studies, students are required to read a book (5,600 words on average) at least every week (Nation & Wang, 1999) for more than six months (Krashen, 2004; Nakashini, 2015) in order to build reading fluency Chang (2011) demonstrates the positive evidence of EL instruction carried out in the mode of simultaneous reading and listening The experimental group read and listen at the same time to audio graded readers (an average of 1.08 to 1.50 books) each week for 26 Extensive Listening for Beginners: Listening Development and Student Perceptions weeks After the reading-while-listening program, their listening 17 fluency significantly improved as compared to that of the control group Chang and Millett (2016) conducted a 15-week EL program, which was much shorter than Chang’s (2011), but they incorporated an extended listening-focused activity in addition after reading-while-listening The EFL students in Taiwan read and listened to an audio book every week and had to complete a listening assignment within a week; they worked on listening comprehension questions listening to the same audio book, but without looking at the book this time The number of assignments completed varied depending on the three experimental groups Only those who finished 11 to 15 assignments after reading-while-listening class showed salient progress in general listening competence, measured by TOEIC listening The second principle focuses on quality of listening materials Ridway (2000) contends that students should “practice listening comprehension, not listening incomprehension” (p 184), which is often the case for IL instruction The listening materials in EL instruction are supposed to serve as comprehensible input for students, so they need to be pitched at or even below students’ current level of listening proficiency considering that students’ listening vocabulary is generally lower than their reading one Speech rate (i.e., a speaker’s articulation speed) is one of the factors that contribute to successful listening comprehension; comprehension levels decrease as speech rates increase (Chang, 2018) Speech rates can be calculated by words per minute (wpm) (Tauroza & Allison, 1990), which is the most widely used measurement According to Buck (2001), the average speech rate for English speakers is between 150 and 180 wpm, but teachers should adjust speech rate to their students’ present level of listening competence Vocabulary and grammar structures are also affecting factors of listening comprehension Graded audiobooks (e.g., graded readers from the Oxford Bookworms series) are highly recommended for EL materials in the way that they give access to large amounts of listening materials at varied levels of language proficiency (Renandya & Farrell, 2011) The third principle promotes the use of simultaneous reading and listening, i.e., reading while listening in EL instruction L2 learners suffer from various 18 외국학연구 제47집 sources of listening problems, which impede the processing of listening input Among them, speech rate, distraction, and difficulty in recognizing words they are familiar are identified as the top three challenging sources (Renandya, 2011; Wang & Renandya, 2012; Zeng, 2007) Hence, listening without any support can be very demanding Especially for lower-level learners, listening to incomprehensible input can be very discouraging, which may hamper their motivation to keep practicing listening Some L2 research indicates that reading-while-listening mode is beneficial to lower-level learners in the sense that it allows them to process the spoken text more efficiently (Chang, 2011; Mareschal, 2007) Moreover, several L2 researchers offer support in favor of the argument that a more accessible skill (reading) may be used to complement a less accessible one (listening) (Chang, 2009; Chang et al., 2018; Stephens, 2010) Some research into EL compared the effectiveness of reading-while-listening vs that of listening-only and revealed that simultaneous reading and listening was more effective in enhancing listening comprehension and fluency (Brown, Waring, & Donkaewbua, 2008; Chang & Millett, 2014; Chang et al., 2018) Research Questions In view of the literature reviewed above, both IL and EL, discretely have their own strengths Despite the argument that both approaches are all essential for students to become good listeners (Brown, 2011), there is the need to examine which approach is more favorable to low proficiency students in an EFL setting, where the classroom may be the only venue for language input Thus, how to present listening materials is a very critical issue Besides, it is often unlikely for low-level learners to find themselves a learning approach that suits them, nor are they able to adapt themselves to any learning environment This calls for substantial empirical evidence supporting either approach, IL or EL The only study located in the literature is Chang (2012): Two intact classes at a university in Taiwan served as IL and EL group, respectively; after the intervention, listening competence of EL group was significantly enhanced, and Extensive Listening for Beginners: Listening Development and Student Perceptions 19 they outperformed IL group There is only limited number of research comparing the effects of IL vs EL on developing listening competence Hence, the purpose of the present study is to investigate whether two types of listening instruction (IL: Focusing on decoding sounds and details vs EL: Providing a large amount of listening input with a focus on general meaning) are effective in enhancing listening competence of low proficiency students Furthermore, students’ perceptions of each type of instruction were surveyed and analyzed in order to provide EFL listening teachers for beginners with insightful and practical implications The subsequent research questions are: Which type of instruction between intensive and extensive listening is more effective in improving listening competence of low-level students? What are students’ attitudes towards studying listening and perceptions of each type of instruction? III METHOD Participants The participants in the study were 88 undergraduate students enrolled in a required semester-long English course at a university in Seoul, Korea They were mostly freshmen majoring in different fields of Humanities and Social Sciences with little exposure to spoken English outside of class The students were drawn from three intact classes at a beginning level based on their TOEIC scores They attended the course twice a week for 75 minutes each class The three classes were randomly assigned to serve as experimental groups (IL and EL groups) and one control group The same instructor was in charge of the three classes There were more than 88 students at the beginning of the study, but two students were excluded in data analysis because they were absent from treatment sessions more than twice The participants were required to take the placement test, the TOEIC 20 외국학연구 제47집 to register for the course Only listening part scores of the TOEIC were used as pre-test scores The TOEIC listening scores of the participants ranged from 85 to 295 out of 100 items, with the maximum total score of 495 A one-way analysis of variance (ANOVA) was performed and the result indicated that the differences in the means of the three groups were not significant (F[2, 85] = 126, p = 882), thereby justifying treating the three groups equivalent in terms of English listening proficiency Instruments and Materials 1) Measures of Listening Competence and Student Perceptions The study utilized the TOEIC in order to measure overall listening competence of the participants Since only listening parts were employed due to the focus of the study, the maximum total score was 495 Two weeks before the registration period the students took the TOEIC, which was used as a pre-test, and another TOEIC was administered by the university during the last week of the course, and the listening scores were taken as post-test scores In order to explore students’ perceptions of either type of listening instruction (IL or EL) and their attitudes towards learning English and listening comprehension, a questionnaire was composed incorporating items (see Appendix) The items deal with three areas: General interest and confidence and anxiety in learning English, evaluation of course materials and the difficulty level, and evaluation of the type of listening instruction focusing on its effectiveness For each item from to 7, there are three options to choose: Yes, No, and I don’t know The last item of the questionnaire is an open-ended question intended to gain deeper insights into their perceptions In this question the students are to state any strengths and weaknesses of the course they experienced 26 외국학연구 제47집 in Table 3, not only the main effects but the interaction effect was also statistically significant, suggesting that the participants in three conditions performed significantly differently over time, before and after intervention The effect size of the interaction effect is quite large as shown by the values of partial eta2; 91% of the variability in the dependent variable is accounted for by Time X Condition Considering the significant main effect, Time, its effect size is also noticeable, thereby indicating that the participants performed significantly differently after intervention As for the main effect, Condition, it also turned out to be significant, which indicates that the participants’ performance was significantly different depending on the treatment condition Table Summary of Two-way ANOVA with Repeated Measures Source SS df MS F p Partial Eta2 Time 26878.72 26878.72 235.34 000 90 Condition 49393.75 24696.87 6.32 003 19 Time X Condition 54053.87 27026.93 261.97 000 91 p < 01 Despite the result discussed above, it is still not clear where exactly the differences lie Given the quite large effect size for Time and Time X Condition, it is necessary to focus on post-test scores of the groups A one-way ANOVA with post-test scores of the TOEIC was done, and post hoc tests (Tukey HSD, Scheffe, LSD, and Bonferroni) were carried out as well in order to locate where the significant differences were among the groups The result of one-way ANOVA showed a statistically significant difference among the groups, F (2, 85) = 23.30, p = 000, as in Table The result of the post hoc tests (set at p < 01) revealed that only EL group excelled in the post-TOEIC; there was a significant difference between IL and EL as well as between control and EL group, but there was no significant difference between control and IL group Extensive Listening for Beginners: Listening Development and Student Perceptions 27 Table Summary of One-way ANOVA for Post-test Source SS df MS Between Groups 101879.53 50939.77 Within Groups 185806.55 85 2185.96 Total 287686.08 87 F p 23.30 000 p < 01 The findings parallel those of Chang (2012) in the way that EL group remarkably outscored IL group They suggest that extensive listening is more effective to low proficiency learners in developing listening competence It is plausible to assume that reading-while-listening mode supported and confirmed listening comprehension of the low-level students (Chang, 2009) and the extended listening-only exercise facilitated developing listening competence (Chang & Millett, 2016) According to Chang (2016), repeated listening practice through EL assists low-level learners to become used to listening at faster speech rate, even up to native speaker rate The students in EL group seem to have benefited from the listening-only exercise in that they practiced listening to the same material at a faster rate, only focusing on aural input, which was very much comprehensible due to the prior reading-while-listening practice L2 listening researchers claim that higher degree of comprehension in listening tends to result in language learning and acquisition (Chang, 2016; Dupuy, 1999; Krashen, 1996) Student Perceptions of IL vs EL The second research question addressed student attitudes toward learning English and perceptions of each instruction, IL and EL, which was analyzed using the questionnaire data collected from each experimental group The first two items relate to the impact of each instruction on students’ attitudes toward learning English in general The majority of the students in EL group (78.6%, 22/28) answered their interest in learning English has increased through EL instruction, whereas less than a half students (43.3%, 13/30) in IL group gave an 28 외국학연구 제47집 affirmative response Concerning confidence in studying English, 75% of the students in EL group agreed that EL instruction helped them build confidence in studying English, while only 23.3% (7/30) of the students in IL group responded that IL instruction was helpful for them to develop confidence in English Just looking at the two items, extensive listening seems to work out for low proficiency students in terms of increasing interest and confidence in learning English The third item directly deals with the issue of anxiety in English listening comprehension More than a half of the students in IL group (63.3%) responded that IL instruction was not useful to overcome anxiety in listening, whereas 85.7% of the students in EL group answered that extensive listening helped them get over anxiety in listening The low-level students in IL group may have felt anxious when they were asked to respond immediately to comprehension questions and did not get enough time to process the information in listening input Anxiety in listening may be attributed to the sources of listening problems such as speech rate, distraction, and difficulty in recognizing words (Renandya, 2001; Wang & Renandya, 2012; Zeng, 2007), which may result in avoiding language learning process on the part of learners (Zhang, 2001) Simultaneous reading and listening in EL instruction may have played a role in reducing listening anxiety on the part of the low-level students since the mode is suitable enough to handle such sources of listening problems The following written comments on the open-ended item are in support of the findings:  I could understand better how English words are pronounced  Listening to English was not tiring anymore  I didn’t feel anxious at all in class because I could read the text listening to it at the same time The questionnaire items and concern listening materials used in each instruction A large number of students in EL group (92.8%, 26/28) responded that they enjoyed the listening materials, while 53.3% of the students in intensive listening group did so As for the degree of difficulty of the materials, 71.4% of Extensive Listening for Beginners: Listening Development and Student Perceptions 29 the students in EL group answered it was appropriate for their proficiency In contrast, 63.3% of the students in IL group selected ‘I don’t know’ and 23.3% ‘No’ for this item The following written comments from IL group may provide some clues for the result:  The speed of audio is fast for me  Taking dictation is difficult  I couldn’t still recognize the words in listening although the teacher repeated the part several times According to the frequency result of EL group, it can be interpreted that the audio graded readers employed were enjoyable to most students and the difficulty level was adequate to them It is one of the most important principles for the sake of successful EL instruction to present students with enjoyable listening texts at an appropriate level, and the EL instruction carried out in the study seems to have met the principle on the whole Figure Responses on the Effectiveness of Each Instruction The next two items have to with student evaluation of the effectiveness of each instruction As shown in Figure 3, 60% of the students in IL group opted for ‘I don’t know’ as to self-perceived effectiveness of IL instruction, and only 23.3% selected ‘Yes’ After receiving IL instruction for 14 weeks, the students 30 외국학연구 제47집 were not sure whether intensive listening did improve their listening skills 64% of EL students, on the other hand responded that extensive listening improved their listening skills As for item asking whether they’d like to continue to improve their listening through the same instruction, 56.7% of IL group selected ‘No’, while 57.2% of EL group responded ‘Yes’ It appears that EL instruction was so well-received that more than a half students wanted to continue with extensive listening to improve their listening The following EL students’ comments indicate why EL instruction was a fulfilling experience:  At the beginning, I wasn’t sure and even doubted what good this kind of new instruction would to me, but I could feel that my listening is improving towards the end of the semester  I had never imagined that I could finish 14 English books! This course gave me a feeling of accomplishment  Most books were very interesting and fun I always wanted to find out what would happen in the end of the story I also enjoyed changing the ending of each story working with my group members V CONCLUSION In an attempt to explore more effective instruction that will promote L2 listening competence of low proficiency learners, the current study compared IL and EL instruction and examined student perceptions of each instruction they experienced in order to better answer the research questions by incorporating qualitative data Concerning the effect of IL vs EL instruction on listening development of EFL learners with low proficiency, the findings indicate that extensive listening may be more effective to low-level learners in improving listening competence as the EL group outperformed the IL group in the post-TOEIC Hence, the results provide positive evidence for extensive listening in line with Chang (2012) Although both approaches, intensive and extensive Extensive Listening for Beginners: Listening Development and Student Perceptions 31 listening should all be incorporated for EFL learners to enhance their listening competence in the long run (Brown, 2011), the findings suggest that extensive listening better facilitates listening development of low-level learners than intensive listening, which is corroborated by the findings based on the questionnaire data The students in EL group showed positive perceptions of the instruction they experienced in general, which was not the case for those in IL group Evaluating the listening materials and the degree of difficulty, the majority of the students in EL group responded that they enjoyed the selection of audio graded readers and the difficulty was adequate It seems reasonable to assume that the chosen materials were not only interesting enough but also at the right level for the students to keep their motivation high throughout the course Besides, reading-while-listening mode probably played a role promoting their comprehension The findings parallel those of Zhang (2005) in that the students in EL group exhibited higher interest and confidence in learning English as well as improvement in listening competence Pedagogically, the findings of the present study offer implications for listening development of low proficiency students through extensive listening in an EFL classroom As evidenced by the present study, it is essential to observe the principles proposed by Renandya & Jacobs (2016) for successful implementation of EL instruction The principles involve the quantity and quality of listening materials and mode of listening (reading-while-listening) As the term ‘extensive’ suggests, a great amount of listening input should be provided, and that is why extensive listening programs in general are conducted for more than 26 weeks However, it does not appear feasible to offer extensive listening courses for two or three semesters consecutively at schools and universities The current study incorporated the listening-only exercise following simultaneous reading and listening to each audio reader in order to increase listening input during the EL instruction of 14 weeks The quality of listening materials refers to both comprehensible and enjoyable listening input The degree of difficulty needs to be set at or below students’ listening proficiency so that they can grasp meaning on their own most of the time The listening materials should also be interesting enough to keep engaging their attention throughout the course Finally, 32 외국학연구 제47집 reading-while-listening mode functions to facilitate the comprehension process, thereby decreasing listening anxiety However, L2 listening researchers indicate that once students have reached a higher level of listening competence, they should proceed to independent listening to efficiently enhance listening competence (Chang & Millet, 2014; Renandya & Jacobs, 2016) Several limitations constrain the extent to which the findings of the study can be generalized First, given that only low-level (or beginner) students participated in the study, that does not allow generalizations to other learners at different proficiency levels This issue should be considered in the future research by incorporating learner proficiency as a variable when comparing intensive listening vs extensive listening instruction Second, only narrative texts (stories) were used for simultaneous reading and listening in the study, so various types of texts need to be employed as listening materials, and their effects should be investigated in future studies Finally, the students’ reading proficiency was not included as a variable in the present study According to Chang (2009), the students with poor reading skills did not benefit from reading-while-listening mode Therefore, the impact of reading proficiency should be taken into account in future research to provide more accurate accounts of the effect of extensive listening using reading while listening on developing listening competence Extensive Listening for Beginners: Listening Development and Student Perceptions 33 References Berne, J E (1995) How does varying pre-listening activities affect second language listening comprehension? Hispania, 78, 316-319 Brown, G (1993) Listening to spoken English (2nd ed.) London: Longman Brown, R., Waring, R., & Donkaewbua, S (2008) Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories Reading in a Foreign Language, 20, 136-163 Brown, S (2011) Listening myths: Applying second language research to classroom teaching Ann Arbor: University of Michigan Press Buck, G (2001) Assessing listening Cambridge, UK: Cambridge University Press Carrell, P L., & Carson, J G (1997) Extensive and intensive reading in an EAP setting English for Specific Purposes, 16, 47-60 Celce-Murcia, M (1991) Teaching English (2nd ed.) New York: Newbury House Celce-Murcia, M (1996) Teaching pronunciation Cambridge, UK: Cambridge University Press Chang, A., Millett, S., & Renandya, W A (2018) Developing listening fluency through supported extensive listening practice RELC Journal, Advance online publication, retrieved from http://journals.sagepub.com/doi/pdf/10.1177/0033688217751468 Chang, C.-S (2009) Gains to L2 listeners from reading while listening versus listening only in comprehending short stories System, 37, 652-663 Chang, C.-S (2011) The effect of reading while listening to audiobooks: Listening fluency and vocabulary gain Asian Journal of English Language Teaching, 19, 43-64 Chang, C.-S (2012) Gains to L2 learners from extensive listening: Listening development, vocabulary acquisition and perceptions of the intervention Hong Kong Journal of Applied Linguistics, 14, 25-47 34 외국학연구 제47집 Chang, C.-S (2016) Teaching L2 listening: In and outside the classroom In W A Renandya, & Handoyo, P (Eds.), English language teaching today (pp 111-125) New York, NY: Routledge Chang, C.-S (2018) Speech rate in second language listening The TESOL encyclopedia of English language teaching Edison, NJ: John Wiley & Son Chang, C.-S., & Millett, S (2014) Effect of extensive listening on developing L2 listening fluency: Some hard evidence ELT Journal, 68, 31-40 Chang, C.-S., & Millett, S (2016) Developing L2 listening fluency through extended listening-focused activities in an extensive listening programme RELC Journal, 47, 349-362 Chang, C.-S., & Read, J (2006) The effects of listening support on the listening performance of EFL learners TESOL Quarterly, 40, 375-397 Chastain, K (1988) Developing second-language skills (3rd ed.) San Diego, CA: Harcourt College Commander, M., & de Guerrero, M (2013) Shadow-reading: Affordances for imitation in the language classroom Language Teaching Research, 9, 8-11 Davis, P (1995) Dictation: New methods, new possibilities Cambridge, UK: Cambridge University Press Day, R., & Bamford, J (1998) Extensive reading in the second language classroom Cambridge, UK: Cambridge University Press Dupuy, B C (1999) Narrow listening: An alternative way to develop and enhance listening comprehension in students of French as a foreign language System, 27, 351-361 Field, J (2008) Listening in the language classroom Cambridge, UK: Cambridge University Press Gilbert, J B (1996) Clear speech (2nd ed.) Cambridge, UK: Cambridge University Press Grabe, W (2009) Reading in a second language: Moving from theory to practice New York, NY: Cambridge University Press Extensive Listening for Beginners: Listening Development and Student Perceptions 35 Grabe, W., & Stoller, F L (2011) Teaching and researching reading Harlow, England: Pearson Hamada, Y (2016) Shadowing: Who benefits and how? Uncovering a booming EFL teaching technique for listening comprehension Language Teaching Research, 20, 35-52 Harmer, J (2003) Listening English Teaching Professional, 26, 29-30 Jafarpur, A., & Yamini, M (1993) Does practice with dictation improve language skills? System, 21, 359-369 Kato, S (2009) Listening activities for the acquisition of Aviation English proficiency test Bulletin of Chiba University Language and Culture, 3, 47-59 Kiany, G R., & Shiramiry, E (2002) The effects of frequent dictation on the listening comprehension ability of elementary EFL learners TESL Canada Journal, 20, 57-63 Krashen, S D (1996) The case for narrow listening System, 24, 97-100 Krashen, S D (2004) The power of reading: Insights from the research Portsmouth, NH: Heinemann Kuo, Y (2010) Using partial dictation of an English teaching radio program to enhance EFL learners’ listening comprehension Asian EFL Journal Professional Teaching Articles, 47, 4-29 Mareschal, C (2007) Student perceptions of a self-regulatory approach to second language listening comprehension development Unpublished doctoral dissertation, University of Ottawa, Ottawa, Canada Miyake, S (2009) Cognitive processes in phrase shadowing: Focusing on articulation rate and shadowing latency JACET Journal, 48, 15-28 Mori, S (2015) If you build it, they will come: From a “Field of Dreams” to a more realistic view of extensive reading in an EFL Context Reading in a Foreign Language, 27, 129-135 Mori, Y (2011) Shadowing with oral reading: Effects of combined training on the improvement of Japanese EFL learners’ prosody Language Education & Technology, 48, 1-22 Murphey, T (2001) Exploring conversational shadowing Language Teaching 36 외국학연구 제47집 Research, 5, 128-155 Nakanishi, T (2015) A meta-analysis of extensive reading research TESOL Quarterly, 49, 6-37 Nakayama, T., & Suzuki, A (2012) A study on learning strategies in shadowing training Journal of the Japan Association of Developmental Education, 7, 131-140 Nation, I S P (2001) Learning vocabulary in another language Cambridge, UK: Cambridge University Press Nation, I S P., & Newton, J (2009) Teaching ESL/EFL listening and speaking New York: Routledge, Taylor and Francis Nation, I S P., & Wang, K M.-T (1999) Graded readers and vocabulary Reading in a Foreign Language, 12, 355-380 Oakeshott-Taylor, A (1977) Dictation as a test of listening comprehension In Dirven, R (Ed.), Listening comprehension in foreign language teaching (pp 131-154) Kronberg: Scriptor Onoda, S (2014) Investigating effects of extensive listening on listening skill development in EFL classes The Journal of Extensive Reading in Foreign Languages, 1, 43-55 Osada, N (2001) What strategy less proficient learners employ in listening comprehension? A reappraisal of bottom-up and top-down processing Journal of the Pan-Pacific Association of Applied Linguistics, 5, 73-90 Rahimi, M (2008) Using dictation to improve language proficiency Asian EFL Journal, 10, 33-74 Renandya, W A (2011) Extensive listening in the second language classroom In H P Widodo, & A Cirocki (Eds.), Innovation and creativity in ELT methodology (pp 28-41) New York: Nova Science Publishers Renandya, W A., & Farrell, T (2011) ‘Teacher, the tape is too fast!’ Extensive listening in ELT ELT, 65, 52-59 Renandya, W A., & Jacobs, G M (2016) Extensive reading and listening in the L2 classroom In W A Renandya, & Handoyo, P (Eds.), English Extensive Listening for Beginners: Listening Development and Student Perceptions 37 language teaching today (pp 97-110) New York, NY: Routledge Richards, J (2005) Second thoughts on teaching listening RELC, 36, 85-92 Ridgway, T (2000) Listening strategies: I beg your pardon? ELT Journal, 54, 179-185 Rost, M (1991) Listening in action New York: Prentice-Hall Rost, M (2002) Teaching and researching listening London: Pearson Education Schmitt, N., Schmitt, D., & Clapham, C (2001) Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test Language Testing, 18, 55-88 Stephens, M (2010) The primacy of extensive listening ELT, 65, 311-313 Tamai, K (1997) The effectiveness of shadowing and its position in the listening process Current English Studies, 36, 105-116 Tauroza, S., & Allison, D (1990) Speech rates in British English Applied Linguistics, 11, 90-105 Underwood, M (1989) Teaching listening Harlow: Longman Ur, P (1991) Teaching listening comprehension Cambridge, UK: Cambridge University Press Wang, L., & Renandya, W A (2012) Effective approaches to teaching listening: Chinese EFL teachers’ perspectives The Journal of Asia TEFL, 9, 79-111 Waring, R., & McLean, S (2015) Exploration of the core and variable dimensions of extensive reading research and pedagogy Reading in a Foreign Language, 27, 160–167 Wilson, J (2008) How to teach listening Harlow: Pearson Education Zeng, Y (2007) Metacognitive instruction in listening: A study of Chinese non-English major undergraduates Unpublished master’s thesis, National Institute of Education, Nanyang Technological University, Singapore Zhang, L J (2001) Exploring variability in language anxiety: Two groups of Prc students learning ESL in Singapore RELC Journal, 32, 73-91 Zhang, W (2005) An investigation of the effects of listening programmes on 38 외국학연구 제47집 lower secondary students’ listening comprehension in PRC Unpublished MA dissertation, SEAMEO Regional Language Centre, Singapore E-mail: boramj8@swu.ac.kr 논문심사일정 투고일자 : 2019 13 심사일자 : 2019 27 ~ 2019 13 게재확정일자 : 2019 20 Extensive Listening for Beginners: Listening Development and Student Perceptions 39 Appendix Course Evaluation Survey Questions 1-7: Please respond to the following statements by selecting one of the choices Through this course, my interest in learning English has increased ▢ Yes ▢ No ▢ I don’t know This course helped build my confidence in studying English ▢ Yes ▢ No ▢ I don’t know This course helped overcome fear and anxiety in English listening comprehension ▢ Yes ▢ No ▢ I don’t know I enjoyed the listening materials used in class ▢ Yes ▢ No ▢ I don’t know The degree of difficulty of listening materials was appropriate for my English proficiency ▢ Yes ▢ No ▢ I don’t know This course helped improve my listening skills ▢ Yes ▢ No ▢ I don’t know I’d like to continue to improve listening in the same way as I did in this course ▢ Yes ▢ No ▢ I don’t know Please specify strengths and weaknesses of the instruction you’ve received ... to teaching listening, extensive listening (EL) incorporates Extensive Listening for Beginners: Listening Development and Student Perceptions 13 “massive amounts of comprehensible and enjoyable... will increase students’ understanding of listening passage Teachers play and pause the recording in order to check Extensive Listening for Beginners: Listening Development and Student Perceptions. .. viewed as effective and Extensive Listening for Beginners: Listening Development and Student Perceptions 23 beneficial to students in developing fluency in listening The listening- only exercise